Teachers' Office Life In Primary School

Taking teachers' everyday life in office as my research object is related to my personal education experience in childhood and the special attitude about teachers'office,and it's also related to the educational research ignorance on teacher's office life in current study.Selected a primary school in a county as the fieldwork place,and described teachers' office life by ethnography,this study is committed to present the realistic situation of teachers' life in office and to interprete subculture logic of teachers' office life.The basic ideas are as follows:Firstly,chosen research question and scope and stated the relevance and rationality of research method.Determined the key question of this study on the basis of clarifing core concepts and reviewing the literature,that is---how is the teacher's office life and what kind of subcultural logic they complied with.Selected fieldwork method of anthropology based on the question,and explained the demands and process of field-selection,field-entrance,and stronghold-determination,and then clarified the data collection and coding.Secondly,presented teachers' office life based on the description of the entire ecological environment of teacher's life.County ecology,school ecology and office ecology constituted the main ecological system for the teacher's office life.Teachers'office life showed two distinct states,explicit state and implicit state,in which the explicit state is the mainstream and the calm side,mostly composed by the words and acts supported by school context,including everyday affairs characterized by busyness,everyday learning characterized by utilitarian,and everyday gossips characterized by relaxation;the implicit state is the undercurrent of teachers' office life,showing a potential dispute side,mostly composed by different tensions,including everyday competitions characterized by "soft"(between care and spying),everyday conflicts characterized by "restraint"(between tolerance and blame),and everyday resistances characterized by "negative"(between private answering and actual perfunctory).Again,reflected teacher's office life holistically and explored the logic of teachers'subculture.Culture of examination and evaluation has penetrated into teacher's office life and dominated teachers' speak and act.The school level formed the remarkable path-dependence and lock-in effecton on the culture of examination and evaluation,the teachers were the Silent and lost their internal drive in the culture of examination and evaluation.But teachers were not totally passive,they created their subcultures to cope with school culture,which supports the school culture while confronts it.The subculture logic is,following the everyday routine to maintain the normal,picking-up everyday plots to overcome mediocre,relying everyday rules to resist the abnormal,mainstream culture of the characteristics of the teacher office sub-culture.Finally,explored the possibility of workplace ethnography and reflected on the study.The collective teachers-office in China and the development of microethnography makes workplace ethnography possible and necessary,which can specifically focus on teachers' office life and their subculture as the objectives.Teacher's living situation,the formation and evolusion of teachers' office subculture,and the relationship between office sub-culture and classroom culture,the relationship between the school culture and office subculture,all of then can be the main topics for workplace ethnograpgy writing.Exploring the teachers' sub-culture and its boundaries with other culture can make workplace ethnography become the field which has the same value with classroom ethnography.At the end,this study reflected the research conclusion and the fieldwork process.